초록 열기/닫기 버튼
The global COVID-19 pandemic has brought about significant changes in the way learning is conducted. This study examines the moderating effect of college life adaptation on the relationship between academic self-efficacy and academic achievement in the context of online learning caused by COVID-19, based on previous literature. The study findings are summarized as follows. Firstly, task difficulty (β=0.251, P=.000), self-regulation efficacy (β=0.227, P=.000), and self-confidence (β=0.383, P=.000) all have a positive (+) effect on academic achievement. Among these variables, self-confidence (β=0.383) has the most significant effect on academic achievement. Secondly, in terms of the sub-factor of college life adaptation, when examining whether college academic adaptation, social adaptation, and emotional adaptation act as modulators through regression analysis, the third step of the regression model showed almost .000 significance probability, and all differences in the values of the second and third steps of the regression model were positive (+), indicating a moderating effect. This study is meaningful in that it provided a theoretical basis for Chinese students to adapt to college life and improve their academic achievement by exploring and verifying the relationship between academic self-efficacy, academic achievement, and college life adaptation. The global COVID-19 pandemic has brought about significant changes in the way learning is conducted. The global COVID-19 pandemic has brought about significant changes in the way learning is conducted. The global COVID-19 pandemic has brought about significant changes in the way learning is conducted. The global COVID-19 pandemic has brought about significant changes in the way learning is conducted.
키워드열기/닫기 버튼
academic self-efficacy, academic achievement, college life adaptation, moderating effects, Chinese international students
